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Nat Result

By eleasar Oct 19, 2012 2620 Words
CHAPTER I: INTRODUCTION

The 1987 Philippine Constitution affirms that education is the birth right of all Filipinos. This means that education should be available to all Filipinos whatever their age, creed, abilities, social and economic status. Educating all Filipino is very great challenge to our educational system. Addressing this Constitutional pronouncement need the dedication and commitment of all teachers that considerably carries the responsibility and accountable to process learning and see to it that pupils attained satisfaction of their rights regardless of their age, creed, abilities, social and economic status. To determine the child’s performance and competence of teacher standardized test as NAT is the high-flying instrument to measure both performance. The bases whether pupils perform well and mastered the required competencies of said school which also the manifestation of the quality of the teachers present in a particular school, and assumption to be competent in local , national, and global viewpoint.

Statement of the Problem
This study sought to describe and analyse the performance of Del Hilado Elementary School (DES) grade III pupils in Science on the National Achievement Test (NAT) for the SY 2010 – 2011. Furthermore, this study aims to trace up the history of performance of Del Hilado Elementary School (DHES) grade III pupils in National Achievement Test (NAT) three years backward and to determine the competency that mostly grade III pupils find hard to master. Finally, design an intervention program that focuses the grade III pupils to get grips the competency. Specifically, the study answered the following questions:

1. What is the relationship of teaching strategies to the performance of Del Hilado Elementary School Grade III pupils on the NAT? 2. What is the relationship between the School’s Post-test in Grade III in Science as measured by the Nat? 3. How is Science taught in school?

Scope and Delimitation

This study is primarily concern with the performance of Del Hilado Elementary School (DHES) grade III pupils in Science of the National Achievement Test. In particular with the competency of Science which pupils find difficulties to be au faith with.

In addition this study aims to ascertain the causative factor of the low performance of Del Hilado Elementary School of grade III pupils in Science on National Achievement Test (NAT). * Teachers’ competence

* Materials
* Assessment tools and facilities

Significance of the Study

This study provide insights to the school administrator to be focus and develop a leadership style that would encourage everyone, brought awareness the problem that causes the deterioration of the performance of Del Hilado Elementary School (DHES) grade III pupils on the National Achievement Test (NAT) predominantly in Science. Through this document teachers will able to reflect, evaluate her/his failures and made necessary variation to be effective.

The result of this study will also serve to gain more insights for the principal and teachers to work with the following: 1. Bringing classroom level to national level

2. Improve performance of Grade III pupils in Science

3. Enhance teachers' strategies in teaching Science.

Consequently, generates concerted effort and mutual furtherance among the school personnel and apparently parents.

Definition of terms

Standard deviation – a measurement of variability and clustering around the mean. Mean – also known as the arithmetic mean, a value that helps summarize an entire set of numbers. A set’s mean is calculated by adding the numbers in the set together and dividing their sum by the number of members of the set. Mean Percentage Score (MPS) – mean divided by the number of cases times 100. NAT – National Achievement test standardized test that administered by the national to measure the pupils’ mastery in the competency and also may reflect the teachers performance . An examination that measures the extent to which a person has acquired certain information or mastered certain skills, usually as a result of specific instruction. Performance – accomplishment of something prescribe by the department (teaching, exams)| The accomplishment of a given task measured against preset known standards of accuracy, completeness, cost, and speed. In a contract, performance is deemed to be the fulfilment of an obligation, in a manner that releases the performer from all liabilities under the contract.| Science – systematic study of anything that can be examined, tested, and verified. The word science is derived from the Latin word scire, meaning “to know.” From its early beginnings, science has developed into one of the greatest and most influential fields of human endeavour. Today different branches of science investigate almost everything that can be observed or detected, and science as a whole shapes the way we understand the universe, our planet, ourselves, and other living things School – an institution of teaching children. Post-test – a school based test that administered towards the end of the year a summative test that covers all from the very first lesson to the last. Child – a young human being between birth and puberty.

Teacher – is a person who provides education for pupils or students. who facilitates education for an individual may also be described as a personal tutor, or, largely historically, a governess. The role of teachers, school heads and school counsellors in continuous assessment is quite different according to each one. The teacher’s role is to give his students the opportunity to assess their own skills and to be able to improve their levels and it’s at the same time a tool for the teacher to know exactly what are his students’ needs and weaknesses and to remediate to them in an efficient way. For the school heads and school counsellors their role is to supervise teachers and help them carry out their assessment in good working conditions so that it achieve its aim which is improving students’ performance and learning. Principal – head teacher or the manger in a school whose duty define as a leader, communicator, moderator and other functions that constitutes as a senior in the school.

Review of Related Literature
Ogden Lindsley, make classroom instruction in science called Precision teaching. An approach is teaching that emphasizes behaviour or performance. An instrument scientifically designed to elicit correct and rapid performance for feedback and positive reinforcement following appropriate behaviour.

According to the following, Benet and Simon (1996), Wechsler (1975), R.L. Thorndike (1913), Guilford (1985), and Grander (1983) suggested that intelligence is a global aspects of one’s personality. Accordingly, intelligence can conclude not only abilities to learn academic subjects, deal with abstraction, and solve problems but also the ability to withstand stress and distractions, be motivated, remain emotionally stable, be interested in learning, be socially competent and display physical grace. What teachers need to know about learning?

Intrinsic motivation – is what influences learners to choose a task get energized about it, and persist until they accomplish it successfully regardless of whether it brings on immediate rewards. A motivation to engage in activity for its own sake. Attribution theory – a perspective of motivation that assumes that people seek to understand why they succeed or fails. Self-efficacy theory – an appraisal or evaluation that a person makes about his or her personal competence to succeed at a particular task; an individual’s personal expectations, internal standards and self-concept. Self-determination – an appearance that holds that an attitude of determination is the foundation for motivated behaviour.

For the past 20 years, public opinion has identified field of lack of discipline as the number one problem facing beginning teachers. The overwhelming majority of beginning teachers routinely express concerns about classroom control and frequently experience discipline problems during their initial months and year in the classroom (Rogan, Borich, & Taylor, 1992).Much more those teachers that only gained units of education to qualify as a teacher. According to Slavin:

Leaving aside for a moment the special case of acceleration, nearly all researchers would agree that the achievement effects of between-class ability grouping (tracking) for all students are small to nil. What does this say to the practitioner? Since arguments for ability for grouping depend entirely on the belief that grouping increases achievement, the absence of such evidence undermines any rationale for the practice. The harm done by ability groups, I believe, lies not primarily in effects on achievement but in other impacts on low and average achievers. For example, low tracks students are more likely to be delinquent or to drop out of the school than similar low achievers not in low track (Wiatrowski, Hansell, Massey, & Wilson, 1982). Perhaps, most important, tracking works agints our national ideology that all created equal and our desire to be one nation. The fact that African-American, Hispanic, and low socioeconomic students in general wind up so often in the low tracks is repugnant on its face. Why would we want organized our schools this way if we have no evidence that it helps students to learn? (Slavin, 1991,p.70)

The question of Quality education is not new to us as Philippine Education is concern; Philippine Educational System is a product of over research kind of educational system to compete internationally, particularly at the basic or primary level is now very much on the world agenda. At international level, attention has been focused most notably, by the world conference, “Education for All”, held in Jomtien, Thailand in March 1990, on raising standards of learning. The Eleventh Conference of Common wealth Education Minister held in Barbados in 1990 and the 1990 meeting of the Education Ministers of the Organisation for Economic Cooperation and Development adopted the quality of education as a central concern for study and discussion. Three recent and substantial published studies further reflect these concerns – Hawes and Stephens (1990)

Lockheed and Verspoor (1991)
Colclough with Lewin (1993)
Specifically, these publications take an international perspective and attempt not only to diagnose the major areas of concern but also to provide solutions and models of good practice which will reduce the gap between conference rhetoric and classroom realities.

Heveld (1994) – conceptual framework that determine school effectiveness. The School:Teaching/Learning Process
* High Learning Time
* Variety in Teaching Strategy
* Frequent Homework
* Frequent Student Assessment and Feedback
Teaching/Learning Process
* High Learning Time
* Variety in Teaching Strategy
* Frequent Homework
* Frequent Student Assessment and Feedback
Enabling Conditions
* Effective Leadership
* A capable Teaching Force
* Flexibility and Anatomy
* High Time – in - School
Enabling Conditions
* Effective Leadership
* A capable Teaching Force
* Flexibility and Anatomy
* High Time – in - School
School Climate
* High Expectations of Students
* Positive Teacher Attitudes
* Order and Discipline
* Organized Curriculum
* Rewards and Incentives
School Climate
* High Expectations of Students
* Positive Teacher Attitudes
* Order and Discipline
* Organized Curriculum
* Rewards and Incentives
Factors Related to School Effectiveness|
CONTEXTUAL FACTORS
* International
* Cultural
* Political
* Economic
CONTEXTUAL FACTORS
* International
* Cultural
* Political
* Economic
Student Outcomes
* Participation
* Academic Achievement
* Social Skills
* Economic Success
Student Outcomes
* Participation
* Academic Achievement
* Social Skills
* Economic Success
CHILDREN’S CHARACTERISTICS
CHILDREN’S CHARACTERISTICS
Supporting Inputs
* Strong Parent and Community Support
* Effective Support from Educational System
* Adequate Material Support and Appropriate Teacher Development Activities Sufficient Textbook and other Materials Adequate Facilities Supporting Inputs
* Strong Parent and Community Support
* Effective Support from Educational System
* Adequate Material Support and Appropriate Teacher Development Activities Sufficient Textbook and other Materials Adequate Facilities

Quality in Primary Education : Seven Areas of Concern
1. The structure and organization of education system, e.g. issues of access, diversification.

2. Finance and Resources, e.g. issues of community financing, retargeting of aid towards basic education.

3. Curriculum Learning, materials and assessment, e.g. issues of balance between the academic and vocational; introduce of more flexible assessment patterns.

4. Teachers, training and support, e.g. issues of pre – and in-service training; improve condition of service.

5. Management, administration and planning, e.g. issues of devolution and decentralization; improve supervision and advisory services.

6. Education and the community, e.g. issues of relevance and accountability to local needs; building up of school-community linkages.

7. Neglected issues, e.g. improve research and evaluation of innovations; greater emphasis upon the child in the development process.

CHAPTER II – Methodology

Have the record of National Achievement Test (NAT) in Grade III, screen meticulously take note the competency that shows indications of low performance.
Have also the copy of Competency Based Performance – Appraisal System for Teachers (CB – PAST). Make a qualitative analysis between the two results. National Achievement Test Result (NAT) VS. Competency Based Performance – Appraisal System for Teachers (CB – PAST), and try to find out the significance relationship of the two data.

Have also the result of the School’s Post Test and let it compare to the result of the National Achievement Test (NAT). Find out the relationship Between the two, what is the significant relationship of the two exams the school based exam and the national made test.

CHAPTER III – Findings, Conclusion and Recommendation
Findings:
1. Based on the National Achievement Test Result the Science Mastery level of the Grade III pupils of Del Hilado Elementary School are found out to be:

a. Very Low Mastery Level in the content area of energy in the Third Quarter specific competency: Explain what happen when light strikes an object.

b. Low Mastery Level in the content area of Earth in the Fourth Quarter of the Budgeted competency specifically, practices in conserving water and causes of water pollution.

c. Average mastery level in the content area of Energy in the Third Quarter of the budgeted competency specifically forces make objects move or cause change in motion.

d. Average Mastery Level in the content area of Animals in the second quarter of the budgeted competency specifically in classifying animals according to body parts, movement, and habitat.

e. Average Master Level in the content area of Animals in the second quarter of the budgeted competency specifically animals need air, food, water and shelter.

2. Competency Based Performance Appraisal System for Teachers (CB-PAST) VS. National Achievement Test (NAT) The result shows that teachers gain more proficient based on the criteria on the CB-PAST that fall into proficient of overall performance as required compared to the result of the grade III pupils who took the National Achievement Test (NAT) it shows that student fall into basic of overall performance required.

3. The result in two form of test the school based and National Achievement test somehow fall in similar result with average mastery level as using the interpretation presented in the NAT exam both test plays a significant relationship showing that both test fall on the same mastery level.

4. The teaching strategies used by the Science teacher are as follows: * Discussions
* Lecturing
* Cooperative learning

5. The instructional materials that serves as aid to the teachers in teaching Science are classified into print such as: * Books
* Science encyclopaedia
* Dictionary

Conclusions:

Recommendations:

Intervention program must be design to respond the problem on the performance level of the Grade III pupils of Del Hilado Elementary School (DHES) in Science on the National Achievement Test.

Appendices
Result was made through correlation of the two group teachers’ performance vs. student performance in NAT Teacher Performance| Descriptive Equivalence| Pupils’ NAT Performance| 1| BB – Below Basic| 1 – 24 %|

2| B – Basic| 25 – 54 %|
3| P – Proficient| 55 – 74 %|
4| HP – High Proficient| 75 – 100 %|
= 3.25| Result| = 44.14|

School Based Post Test VS. National Achievement Test (NAT)
Post Test – Pupils’ Performance| Descriptive Equivalence| NAT – Pupils’ Performance| 96 – 100 %| Mastered| 96 – 100 %|
86 – 95 %| CLOSELY APPROXIMATELY MASTERY| 86 – 95 %| 66 – 85 %| Moving Towards Mastery| 66 – 85 %|
35 – 65 %| Average Mastery| 35 – 65 %|
15 – 34 %| Low Mastery| 15 – 34 %|
5 – 14 %| Very Low Mastery| 5 – 14 %|
0 – 4 %| Absolutely No Mastery| 0 – 4 %|
= 47.32| Result| = 44.14|

Teaching Science in School:
A - Teaching Strategies| Applied| Not Applied|
Experimentation| | * |
Cooperative Learning| * | |
Demonstration| | * |
Discussions| * | |
Lecturing| * | |
Film/slides viewing| | * |

B – Instructional Materials| Applied| Not Applied|
Print Media| | |
* Books| * | |
* Journals| | * |
* Science Encyclopaedia| | * |
* Dictionary| * | |
Non – Print Media| | |
* Television| | * |
* Slides transparencies| | * |
* Video tapes| | * |
* Teacher – Student made improvised materials| | * | * Laboratory Equipment| | * |

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